UNIT IV STUDY GUIDE Beginning the Drafting Process Course Learning Outcomes for Unit IV Upon completion of this unit, students should be able to: 3. Identify parts of an argument through persuasive writing. 3.1 Illustrate the conventions of the introduction. 3.2 Illustrate the conventions of the literature review. 5. Produce an argumentative research paper. 5.1 Demonstrate how to summarize and paraphrase source material. 5.2 Demonstrate plagiarism avoidance. Course/Unit Learning Outcomes 3.1 3.2 5.1 5.2 Learning Activity Unit Lessons Unit IV Literature Review Unit Lessons Unit IV Literature Review Unit Lessons Unit IV Literature Review Unit Lessons Unit IV Literature Review Reading Assignment Unit Lesson 4.1 Unit Lesson 4.2 Unit Lesson 4.3 Unit Lesson 4.4 Unit Lesson 4.5 Unit Lesson Please be sure to maximize your Internet browser so that you can view each individual lesson on a full screen, ensuring that all content is made visible. Click here to access Unit IV – Lesson 1. Click here to access the Lesson 1 transcript. Click here to access Thinking About The Purpose of Each Section video transcript. Click here to access the Understanding the Paper Structure video transcript. EH 1020, English Composition II 1 UNIT x STUDY GUIDE Title Click here to access Unit IV – Lesson 2. Click here to access the Lesson 2 transcript. Click here to access The Literature Review video transcript. Click here to access Unit IV – Lesson 3. Click here to access the Lesson 3 transcript. Click here to access Unit IV – Lesson 4. Click here to access the Lesson 4 transcript. Click here to access The Introduction: Video Assignment Sheet video transcript. Click here to access Unit IV – Lesson 5. Click here to access the Lesson 5 transcript. Click here to access the Pronoun Reference and Antecedent Agreement video transcript. Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. Complete the “Check for Understanding” questions contained within Lessons 1, 2, and 5. EH 1020, English Composition II 2 Unit IV Color Key:  Blue: APA document formatting  Red: Example common mistakes in APA style  Brown: Paragraph number and label  Green: Sentence-level number and explanation Running head: SAFETY FIRST 1 APA header: Note that the title is in capital letters and prefaced by the words “Running head.” The page number is also included. Full title of the paper with the major words beginning with a capital letter Safety First: Open Carry Firearms on Higher Education Campuses in Arizona Student Name Columbia Southern University Name of the institution, which will always be “Columbia Southern University” The student’s first and last name SAFETY FIRST Para 1: Introduction Full title presented again at the top of the page 2 Safety First: Open Carry Firearms on Higher Education Campuses in Arizona S2 &3: Follows S1 by introducing the position of the pro side; again, Amanda is general, focusing on the larger controversy Much has been made in the past few years about gun restrictions in the U.S. Proponents Sentence 1 (S1): Amanda introduces the main topic (gun control) in a generalized manner; this sentence also introduces the con side of the controversy S5: Specific examples from the news. Note that these are examples of school shootings with which most people are familiar. This grounds the project to what is at stake in making arguments about this topic. S7: In this sentence, the writer introduces the specific topic of the project: the controversy around SB1474. S10: Amanda presents her thesis statement. She responds to the controversy by crafting a thesis statement that simultaneousl y agrees and disagrees. of gun regulation are in a constant state of lobbying for state and federal bills that restrict access to firearms, whether that takes the form of more extensive background checks on potential gun owners or longer waiting periods before guns may be sold to individuals. On the other side, the National Rifle Association (NRA) and other like-minded individuals advocate for looser restrictions on the sale and carrying of firearms. For these supporters of pro-gun legislation, owning and carrying guns is a fundamental right—even a civil right. While this national debate continues to loom over the hot topic of guns, there are breaking news stories, especially within S4: Amanda begins to narrow the scope of the project by pointing towards a specific debate within the larger controversy of gun control: gun control in educational settings. the last few months, that bring this fundamental debate to the threshold of our nations colleges, high schools, even elementary schools. Seung-Hui Cho’s massacre at Virginia Tech (April 16, 2007) is perhaps one of the more infamous school shootings, but there are others that are perhaps more difficult to remember, like the deaths of 27 killed at Sandy Hook Elementary School in Newton, Connecticut (December 14, 2012) (CNN, 2015). Shootings like these in educational settings have drawn attention from both anti-gun proponents and pro-gun lobbyists, and the State S6: Amanda again narrows the scope of the project by moving from gun control in educational settings to this debate as it takes place in a specific location: Arizona. of Arizona is no exception to this firestorm. The Arizona State legislature has proposed SB 1474, a gun bill that will allow students and faculty to carry guns on the campus grounds of its three state-funded universities. Supporters of the bill claim that Arizona is an open carry state, and those rights should not be restricted simply because the carrier crosses the border of a college campus. Those against the bill assert that guns have no place in education and that those who support the bill are only after their own election-year agendas. While the Second Amendment should be upheld, the educational learning environment should be protected; S8 & 9: Following the same order from above (con first, then pro), Amanda presents the sides of the controversy by introducing each specific position. SAFETY FIRST Shortened version of the title in the header and the page number on each page 3 therefore, SB 1474 is a detrimental and dangerous bill that has the potential to change the university campus culture in Arizona state universities. Para 2: Preface of the Literature Review This is a second-level heading. It is left-hand justified and bold. All major words are capitalized. This tells the reader that this next section is a division of the first-level heading that is directly above. The Literature Review First-level heading: All major sections of the paper will be first-level, including The Literature Review, Body, and Conclusion. You may choose to mark the Introduction, but it is typically not done because the title of the paper stands for the heading level. Note that the title is centered and bold with sentence-case capitalization. In order to better understanding the origins of SB1474 and the controversy that surrounds it, the history of gun violence in school settings must be taken into account; therefore, a brief look at some of the events of the past few decades is presented. Further, this review will examine in greater detail the positions of the two sides of the controversy, beginning with the pro-SB1474 side, which is in favor of allowing open carry on all Arizona state-funded campuses. Then the position of those against SB1474 will be presented; again, this con side is arguing for Arizona campuses to remain as they are now: a place without firearms. A Brief Look at Gun Violence in Schools Para 3: Brief History Amanda has made a mistake: Only the ampersand (&) should be used in a parenthetical citation. The topic of gun control in educational environments exploded in 1999 when Eric Harris and Dylan Klebold walked into a virtually unknown high school in Littleton, CO, and killed This citation is in APA. It shows the authors and year of publication. This sentence is a paraphrase of Gibbs and Roche. The reader can look at the references page to find the original document. Note how Amanda prefaces the LR by giving the reader an idea of what will be included. You might also note that the paragraph is written in passive voice so that she can avoid using personal pronouns such as “I.” twelve students and one teacher (Gibbs and Roche, 1999). Questions of how such events could occur and concerns about the violence of which teens and young adults are capable became the concern of pressured administrators and horrified parents in big cities and small towns alike. A string of school gun-centered violence followed over the next few years. Perhaps most striking though was the way in which this one incident changed the culture of America: clear backpacks, more metal detectors, and (of course) fear. Cloud (1999) points out some of the extreme, “zero tolerance” actions taken by schools shortly following the Columbine shootings: A seven-year-old boy in Cahokia, Ill., is suspended for having a nail clipper at school. A 10th-grader at Surry County High School in Virginia is booted for having blue-dyed hair. This quotation is called a “block.” If a quotation is over 40 words long, then you must “block” it by removing the quotation marks and indenting the entire quotation 1/2” from the left-hand margin. If this quotation would have been from a print text, then the page number would have been included at the end of the sentence, but it was an electronic source. Here is another way to include a parenthetical citation. Amanda has incorporated the author’s name into the sentence. Note that the year of publication is presented after the author, but there is no citation at the end of the sentence because the information is already presented at the beginning. SAFETY FIRST There are three second-level headings in the LR. Headings help you and the reader to see the organization of your paper. 4 A Minnesota high school nixes a yearbook photo of an Army enlistee in the senior class because it shows her sitting atop a cannon outside a Veterans of Foreign Wars post. Far from the exception, these actions considered these many years later seem unreasonable, even in a post-9/11 world filled with uncertainty. The Argument for Open Carry Everywhere in Arizona Para 4: Pro side However, in Arizona, the newly proposed SB 1474 would not seek to disarm students; on the contrary, the bill would allow students the right to concealed carry on state-funded university Amanda presents a closer look at the pro side before the con side. Note that she is not engaging with the arguments, only presenting them as fairly as she can. The LR is about the arguments of others. Amanda knows she will be able to make her own arguments in the Body of the paper. campuses. Proponents of the bill assert that such a measure is long over due. According to an NRA poster that were taped to message boards all over The University of Arizona campus, “[s]elf-defense is one of the most fundamental rights of every human being.” Further, the poster states that the NRA has worked diligently over the past 25 years to expand the right of open carry: the NRA has been “working for passage of fair Right-to-Carry laws, expansion of carry reciprocity between the states and the elimination of many ‘no-carry’ zones that only affect the law-abiding.” For the NRA, one of the major private-public backers of the SB 1474, the restriction of concealed carry on college campuses is an infringement on these basic rights. The flyer goes on to state the following: Those who oppose campus carry [of firearms] argue that educational institutions should be treated differently, based on emotional claims that places of higher learning are somehow exempt from real-world violence. But the truth is, despite current prohibitions on legally carrying on campuses, crimes already occur on campus, and the right to selfdefense from those violent acts should be respected. (NRA, 2012) The NRA is correct. In fact, given the number of school-related shootings in the past few months alone, it would seem that a student’s chances of being shot on campus seem greater than if that SAFETY FIRST 5 same student were walking the streets of the community. From larger cities to small towns, it seems that the size of the community does not matter: the violence of a shooting can occur anywhere. However, even with this fact floating in the backs of students’ minds, students must still attend classes and while it would seem obvious that lawmakers on both sides want student safety, they just see the means to that safety from different sides of the same coin. The Case for Campuses as Unique Para 5: Con side This citation is correct. Amanda did not have to include the author’s first name, but it is fine to do so the first time that the author’s name is mentioned. Eugene Sander (2012), the Interim President of the University of Arizona, released the following statement about SB 1474: “I have been a gun owner for all my adult life, and am fully supportive of the right to own a gun. However, having faculty, staff or students bringing weapons into classrooms and other campus activities will do nothing to make our campus safer.” Amanda has made a mistake. Each time an author is included, the year of publication must follow. So this should read as follows: “While Sander (2012)…” While Sander does not go into detail about what this newly proposed bill does have to do with, he makes his case on the basis that 50,000 students, staff, and faculty attend the campus daily, along with over 20,000 visitors annually. For Sander (2015), the educational environment is a “unique atmosphere that is dependent on open and vigorous debate. Introducing guns into Amanda has made a mistake. The actual year of the publication is 2012. Be careful about editing for errors like this in your own paper. classrooms would dramatically and negatively impact the ability to engage in constructive dialogue.” In other words, even if the NRA does not believe that the university is a unique atmosphere, as Sander and others do, then there is still a possibility that introducing the right to carry concealed weapons on campus might lead to a change to the very culture of the university. Para 6: LR Conclusion While Arizona lawmakers continue to debate the merits of SB1474, the public debate grows, as this issue concerns both public safety and citizens’ rights. Because the three state S1&2: Amanda creates a topic sentence that encapsulates the concern of the controversy, and she includes a second sentence to increase understanding. universities in Arizona are publically funded, the debate about allowing open carry is very much a concern held by the communities in which these universities reside. Those who are in favor of the change to an open carry status on university campuses wish (a) for the open carry laws of the S3: Amanda summarizes the two main arguments of the pro side, which favors the passing of SB1474. S4: Amanda summarizes the main argument of the con side, those who are against the passing of SB1474. SAFETY FIRST 6 State of Arizona to be extended to all areas, which includes all publically funding institutions, such as the universities, and (b) for the open carry of firearms to act as a deterrent to gun-related violence on college campuses. For those who are against the passing of SB1474, many of whom occupy the space of the university as professors, students, or administrators, the question of allowing the open carry of firearms is no actual question at all: there is simply no need to involve weapons in a space that is meant for open dialogue and debate. In as much as the Second Amendment should be observed and upheld in the fashion adopted by the State of Arizona in the form of open carry, the university setting is unique in that concerns about open and free expression should be at the forefront—essentially making this bill a potentially dangerous one that should be reconsidered or withdrawn completely. S5: Amanda reiterates her own position by reasserting her thesis statement. Note that the thesis statement is slightly different than the original at the end of the Introduction paragraph. SAFETY FIRST An APA list of references should be labeled “References,” NOT “Works Cited” or “Bibliography.” The last name is presented first; then the first name and middle (if present) is included as initials. An ampersand (&) is used for more than one author. Last names are always presented first. 7 Titles in APA are presented in sentence-case capitalization, meaning that only the first word or any proper noun should begin with a capital letter. References CNN Library. (2015, October 19). 28 deadliest mass shootings in U.S. history fast facts. CNN. Retrieved from http://www.cnn.com/2013/09/16/us/20-deadliest-mass-shootings-in-u-s- Proper nouns always begin with a capital letter. history-fast-facts/ Cloud, J. (1999). The Columbine effect. Time. Retrieved from http://content.time.com/time/ magazine/article/0,9171,35098,00.html Gibbs, N. & Roche, T. (1999). The Columbine tapes. Time. Retrieved from http://content.time.com/time/magazine/article/0,9171,992873,00.html National Rifle Association. (2012). Arizona self-Defense on campus [Flyer]. NRA: Author. Sander, Eugene. (2012, March 20). UA President opposes campus guns bill. KGUN-TV. Amanda has made a mistake by including the full name of the author here. Retrieved from http://www.kgun9.com Amanda has made a mistake. This capital letter “D” should not be capitalized. Running head: MENTAL ILLNESSES 1 MENTAL ILLNESSES 2 Mental illness also referred to as Mental Health Disorder, comprises a wide range of conditions that affect the moods, behaviors, and thinking of an individual. Mental Health is the foundation for self-esteem, behaviors, attitudes, resilience, and communication, mental illness is nothing to be ashamed of because it does not discriminate and affects anyone no matter the race or culture. The mental problem remains one of the most significant challenges which faces many people living in the US. Despite the unprecedented number of people living with mental illness within the country, only a few percentages which seek treatment or professional assistance. In the 21st century, understanding, illness is perceived to the supernatural, for instance, God or Allah. Various communities believe that any health disorder is a situation caused by their God. The cure comes from having firm faith and being prayerful as the patient undergoes several medical treatments. Communities have a belief that illness originates from factors like natural causes, which include environmental sanitation, psychological factors, and personal hygiene (Olfson, Druss, & Marcus, 2015). On the other hand, doctors and physicians highly advise that those people who have a mental illness should go to the hospital and seek professional assistance. Such assistance includes therapies and counseling, which help them in their recovery. Emerging trends have a profound impact on the treatment of mental disorders. Principal among the trends which have had a more significant impact on the medical treatment includes technological advancement such as web-based interventions and smartphones used to access various virtual treatment. For instance, CBTReferee uses cognitive behavioral therapy, which is used to treat a variety of highly mental illnesses such as depression and anxiety disorders (Lewis et al. 2014). There is a specific technologic advancement that has made online counseling achievable. One of the developments in the popular therapeutic app which has had a more significant impact on mental disorder treatment is BellyBio Interactive Breathing which the users MENTAL ILLNESSES 3 are expected to place their smartphones on the stomach as the device guide them through a deep breathing exercise which is highly influential in the treatment of stress and anxiety. Stigma surrounding individuals with mental illness remains not only a social problem but also a heavy burden to the affected people. Although the knowledge of the public about other physical diseases is generally seen as beneficial, the knowledge about mental illness is usually overlooked. As a result, many people who have mental illness may not have the appropriate support due to a lack of awareness by the community. However, despite the increase in the number of people seeking mental health services in the world, reports indicate that a significant number of patients are reluctant to seek help partly because of the perspective that mental illness will scientifically resolve (Keyes, 2007). However, there are those patients who avoid seeking mental health services as they are reluctant to bear the economic burdens of therapies. Nonetheless, people avoid seeking mental health services because they fear to disclose a diagnosis that involves stigma linked with mental illness. Despite recently improved knowledge about mental illness, studies show that individuals with mental illness are usually perceived as dangerous, and with unpredictable behaviors with no control. Tentative Thesis Statement Mental illness has, for long spells, affected a lot of people where most of them fear seeking medical assistance. This is because of the cultural beliefs that they hold, and the onus is left on the physicians to encourage them to avoid them being stigmatized. MENTAL ILLNESSES 4 References Fink, E., Patalay, P., Sharpe, H., Holley, S., Deighton, J., & Wolpert, M. (2015). Mental health difficulties in early adolescence: a comparison of two cross-sectional studies in England from 2009 to 2014. Journal of Adolescent Health, 56(5), 502-507. Keyes, C. L. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American psychologist, 62(2), 95. Kieling, C., Baker-Henningham, H., Belfer, M., Conti, G., Ertem, I., Omigbodun, O., ... & Rahman, A. (2011). Child and adolescent mental health worldwide: evidence for action. The Lancet, 378(9801), 1515-1525 Lewis, A. J., Galbally, M., Gannon, T., & Symeonides, C. (2014). Early life programming as a target for the prevention of child and adolescent mental disorders. BMC medicine, 12(1), 33. Olfson, M., Druss, B. G., & Marcus, S. C. (2015). Trends in mental health care among children and adolescents. New England Journal of Medicine, 372(21), 2029-2038. Patel, V., Flisher, A. J., Hetrick, S., & McGorry, P. (2007). The mental health of young people: a global public-health challenge. The Lancet, 369(9569), 1302-1313. Prince, M., Patel, V., Saxena, S., Maj, M., Maselko, J., Phillips, M. R., & Rahman, A. (2007). No health without mental health. The Lancet, 370(9590), 859-877.
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